Syllabi Grade 10 and Grade 11

1

Science Syllabi

Grade 10 and Grade 11

This document contains the subject content to be covered from the grade 10 syllabus and the

grade 11 syllabus by the students who sit for the G.C.E. (Ordinary Level) examination of the

year 2021. The subject content to be covered in the first term of grade 10 have not been

changed.

2

The content and the learning outcomes selected from grade 10 to be covered

3

Competency Competency

level

Content Learning outcomes Time Remarks

1.0 Explores

life and life

processes in

order to

improve

productivity

of biological

systems.

1.1 Investigates

the

importance of

chemical

basis

of life.

Chemical basis of life

Carbohydrates

proteins

lipids

Nucleic acids

Minerals

Vitamins

Water

Student should be able to

state carbohydrates, proteins, lipids and

nucleic acids as major bio molecules of

living matter.

state that carbon, hydrogen, oxygen and

nitrogen are most abundant elements in

living matter.

state the composition and examples of

carbohydrates, proteins, lipids and nucleic

acids.

introduce enzymes as proteins which

catalyze chemical reactions in the cell or

body.

conduct simple activities to demonstrate

the action of enzyme.

briefly explain unique characteristics of

water related to life (respiratory medium,

as a solvent, thermal regulation of body, as

a medium of transport, and living medium).

describe the roles of carbohydrates,

proteins, lipids, nucleic acids, minerals,

vitamins and water.

illustrate the importance of minerals and

vitamins to the biological systems.

state the deficiencies of minerals and

vitamins.

appreciate the nature of living matter.

accept that water is essential for life forms

on the Earth.

10

Conduct teacher

demonstrations for

practical sessions

and use “Guru

Gedara” lessons to

teach lessons

effectively.

4


level


1.2 Discovers the

structure of

plant

and animal

cells.

1.3 Uses

characteristic

s of living

matter to

differentiate

the living

from

nonliving.

Basic unit of life

Concept of cell

Cell structure

Plant cell

Animal cell

Organelles and structures

Plasma membrane

Nucleus

Cell wall

Mitochondria

Cytoplasm

Vacuoles

Golgi body

Endoplasmic reticulum

Ribosome

Cell growth

Cell division

Characteristics of living

things

Cellular organization

Nutrition

Respiration

Sensitivity

Excretion

Movement

Reproduction


classify a set of given cells as plant and

animal cells using specific features.

state the concept of a typical cell.

compare and contrast the structure of the

animal and plant cells.

state that the cell is structural and

functional unit of life, all organisms are

made up of one or more cells and all cells

arise from pre-existing cells.

outline briefly the structure and functional

relationship of cell organelles.

label organelles in a given diagram of cell.

explain cell growth and cell division.

state that mitosis and meiosis are the types

of cell division.

compare mitosis and meiosis.

accept the microscopic nature of cell

organelles.

appreciate cell as a structural and

functional unit of life.


explain cellular organization, nutrition,

respiration, sensitivity, excretion,

movement, reproduction, growth and

development as characteristics of living

matter.

evaluate evidences to classify living and

non-living matter.

respect all living matter as life forms.

07

03

Use “Guru Gedara”

lessons to teach

lessons effectively.

Number of periods

have been reduced

from 5 to 3.

Some learning

content and

outcomes are

reduced.


lessons to teach


5


level


1.4 Classifies

organisms

using suitable

methods

1.5 Investigates

the

contribution

of

reproduction

in

maintaining

the continuity

of organisms.

Growth and development

The world of life

Classification

Natural classification

Domains (introduction

only)

Kingdoms

Protista

Fungi

Plantae

Animalia

Nomenclature

Bionomical

nomenclature

Continuity of life-

Reproduction

Reproduction

Sexual reproduction and

asexual reproduction

Plant reproduction

Sexual reproduction in

plants

Seed formation

Dispersal of fruits and

seeds

Human reproduction

Process

accept that some living forms are difficult

to differentiate as living or non-living.


explain the importance of classification.

state that there are natural and artificial

methods of classification.

state the domains as Archaea, bacteria and

Eukarya.

classify the living organisms as major

groups–bacteria, protista, fungi, plantae

and animalia based on their specific

features.

write scientific names using binomial

nomenclature.


differentiate sexual and asexual

reproduction using suitable examples.

state the natural and artificial methods of

plant reproduction.

explain sexual reproduction in plants.

identify the methods of dispersal of fruits

and seeds, and their adaptations for it.

accept the concept of sustainable use of

plant resources.

explain importance of menstrual cycle in

human reproduction.

state sexually transmitted diseases.

05

07

Number of periods

have been reduced

from 12 to 5.

Classification can

be given in a simple

diagram.

Some learning

content and

outcomes are

reduced.

Number of periods

have been reduced

from 10 to 7.

Outcome 2 and 7

have been

modified.

Not necessary to

name parts of a

flower.

6


level


2.0 Investigates

matter,

properties of

matter and

their

interaction to

enhance the

quality of life.

1.6 Investigates

the patterns

of inheritance

of traits in

organisms

2.1 Investigates

scientific

findings about

structure of

matter.

Hormonal control

Sexually transmitted

Diseases

Continuity of life – Heredity

Hereditary variations among

living world

Planetary model of an atom

Electronic configuration

(atomic number 1-20 only)

Modern periodic table

Periods and groups

Isotopes

Patterns in the periodic table

across a period and down a

group

First ionization energy

Electronegativity

act as a responsible citizen with regard to

sexual behavior.


collect and present some examples to show

common heredity characteristics in living

world.

conduct bead experiment to investigate

patterns in heredity.

state genetic disorders such as Hemophilia,

Color blindness, Thalasemia and Albinism.

accept the importance of avoiding

marriages among blood relatives.


describe planetary model of atoms.

accept that electrons exist in energy levels

and there is a maximum number of

electrons that each energy level can

occupy.

describe electronic configuration as a way

of expressing the arrangement of electrons

in energy levels.

write the electronic configuration of first 20

elements in the periodic table.

02

12

Number of periods

have been reduced

from 11 to 2.

Conduct teacher

demonstrations for

practical sessions.

It is adequate to

give basic

knowledge about

heredity in relation

to day today life.

Some learning

content and

outcomes are

reduced.


lessons to teach


7


level


Metals

sodium, magnesium

Metalloids

silicon, boron

Non -metals

carbon, sulphur, nitrogen

Acidic, basic, amphoteric

nature of oxides

Chemical formulae

Valency

construct periodic table of first 20 elements

based on their electronic configuration.

describe the terms group and period.

derive a relationship between the position

of an element in the periodic table and its

electronic configuration.

define the term ‘isotope’.

denote isotopes of an element with the

standard notation.

accept that classification of elements

facilitates learning about elements.

describe the term first ionization energy.

describe the term electronegativity.

identify the variation pattern of first

ionization energy and electronegativity of

elements along the period and down the

group.

accepts that there is a pattern in the

variation of first ionization energy and

electronegativity along the period and

down the group.

describe the properties of metals, non

metals and metalloids in relation to given

examples.

state the acidic, basic and amphoteric

nature of oxides of third period of

elements.

define valency of an element.

deduce the valency of first twenty elements

based on their positions in the periodic

table.

formulate chemical formulae of

8


level


2.2 Uses mole to

quantify

elements and

compounds.

2.3 Relates

properties of

compounds

with the

Atomic mass unit

Relative atomic mass

Relative molecular mass

Avogadro constant

Mole

Molar mass

Chemical bonding

Ionic bonds

Covalent bonds

compounds using valency.


define the term atomic mass unit.

define the term relative atomic mass.

calculate relative atomic mass of a given

atom.

define the term relative molecular mass.

calculate relative molecular mass of a

compound using relative atomic mass of

constituent elements.

define Avogadro constant.

describe mole as the unit of amount of

substance.

state the definition of mole.

carry out calculations based on the

relationship among mass, amount of

substances and molar masses.

accept that relative atomic mass and

relative molecular mass has no units

while molar mass has unit.


express that electrons participate in the

formation of chemical bonding.

describe that atoms form cations by losing

electrons and anions by gaining electrons.

06

05

Number of periods

have been reduced

from 12 to 6.

Some learning

outcomes are

reduced.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

Use n= m/M to

solve simple

problems.

Calculations

including number

of atoms and

number of

molecules are not

expected.

Number of periods

have been reduced

from 10 to 5.


lessons to teach


9


level


existing

bonds.

2.4 Uses

chemical

changes

suitably to

fulfill

necessities in

life.

Chemical reactions

Types of chemical

reactions

Combinations

Disassociation

Single displacement

Double displacement

Chemical equation

Air, water and dilute acids

Activity series

Iron extraction

Gold extraction

Physical properties of

gases, applications and

laboratory preparations,

and test for gases

Hydrogen

determine the charge of an ion formed by

an atom based on its electronic

configuration.

state that electron transfer takes place

during the formation of ionic bonds.

accept ionic bond as a strong electrostatic

attraction between cations and anions.

describe that covalent bond is formed by

sharing pairs of electrons between atoms.

draw Lewis structures for simple covalent

compounds.

accept that elements form chemical bond to

become stable.


state type of reactions with examples.

classify given reactions under each type.

write balanced chemical equations using

inspection method.

appreciate the importance of chemical

symbols, formulae and equations as a way

of communication.

demonstrate reactions of metal with air,

water and dilute acids using simple

activities.

compare reactivity of given metals with air,

water and dilute acids and construct the

activity series for the given metals based on

their reactivity.

state that activity series is based on

reactivity of metals.

05

Some learning

content and

outcomes are

reduced.

Illustrating the

formation of ionic

compounds

diagrammatically is

not required.

Describing polarity

of bonds is not

required.

Number of periods

have been reduced

from 13 to 5.

Some learning

content and

outcomes are

reduced.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

10


level


2.5 Takes

necessary

measures to

control the

rate of

reaction as

required in

Rate of reaction

Factors affecting the rate of

reaction

Surface area/physical

nature

Temperature

determine the position of given metals in

the activity series based on displacement

reactions.

state uses of activity series.

accept that there is a relationship between

reactivity of the metal and its position in

the activity series.

explain how the method of extraction of the

metals is related to their positions in the

activity series.

suggest a suitable extraction method for a

given metal based on its position in the

activity series.

name suitable chemicals that can be used to

prepare hydrogen gas in school laboratory.

write relevant chemical reactions of the

preparation of hydrogen gas in school

laboratory.

collect samples of hydrogen gas using

suitable apparatus.

state physical properties of hydrogen gas.

conduct simple tests to identify hydrogen

gas.

list the uses of hydrogen gas.


give examples from day-to-day life for

relatively fast and slow reactions.

define the term rate of reaction.

state the factors affecting the rate of

reaction.

02

Describing about

iron and gold

extraction process

and involving

chemical reactions

are not required.

No need to discuss

on oxygen and

carbon dioxide

gases.

Number of periods

have been reduced

from 5 to 2.

Some learning

outcomes are

reduced.

11


level


3.0 Utilizes

various forms

of energy, their

interaction with

matter and

energy

transformations

by maintaining

efficiency and

effectiveness at

an optimum

level.

day to-day

life.

3.1 Investigates

the quantities

related to

rectilinear

motion and

the use of

graphs of

motion to

analyze the

rectilinear

motion.

Concentration /pressure

(only for gaseous

system)

Catalyst

Rectilinear motion

Physical quantities related

to motion

Average speed and

average velocity

Speed and velocity

Acceleration

Acceleration due to

gravity

Graphs of motion

Displacement- time

(s-t) graphs

conduct simple activities to demonstrate

the factors affecting the rate of reaction.

accept that the rate of reaction can be

controlled as required.


describe physical quantities related to

motion (distance, displacement, speed,

velocity and acceleration).

distinguish between average speed and

speed, average velocity and velocity.

solve problems using

average speed = distance travelled/time

taken,

average velocity = displacement/time taken

and

acceleration = change in velocity/time

taken.

09

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

Explanations about

factors affecting the

rate of reaction is

not required.

Conducting simple

activities as teacher

demonstrations are

adequate. Writing

balanced chemical

equations are not

required.

12


level


3.2 Uses

Newton’s

laws of

motion to

describe the

effects of a

force.

Velocity- time (v-t)

graphs

Force and its effects

Newton’s laws of motion

Newton’s first law of

motion

Newton’s second law of

motion

Newton’s third law of

motion

Momentum

construct s-t graphs using given data and

data obtained from a simple activity.

describe velocity from s-t graphs.

construct v-t graphs using given data.

explain that gradient obtained from v-t

graph is the acceleration of motion.

state that the area under the curve of a v-t

graph is the displacement of the object.

obtain relevant information from s-t and v-t

graphs.

accept the importance of the information

obtained from s-t and v-t graphs in

describing the nature of rectilinear motion

of a body (In s-t graphs, variation of the

gradient is expected but no calculations are

expected. In straight line s-t graphs,

calculation of the gradient is expected. v-t

graphs are expected only for uniformly

accelerated motions. Calculation of

acceleration from the gradient of the curve

and calculation of displacement from the

area under the curve is expected.)


conduct simple activities to show the effect

of a force.

state Newton’s laws of motion.

describe the concept of force using

Newton’s first law of motion.

show experimentally that

a F (when m is constant)

09

13


level


3.3 Investigates

the nature

and uses of

friction

Friction

Nature of friction

Static friction

Limiting friction

a 1

𝑚 (when F is constant).

express Newton’s second law of motion as

F=ma.

define the SI unit of force.

express Newton’s third law of motion.

explain that action and reaction are two

mutual forces equal in magnitude and

opposite in direction which are acting

in the same straight-line on two bodies.

use the relationship F = ma relevantly in

appropriate situations to solve problems.

appreciate the importance of Newton's laws

of motion to explain the applications of

force in day-to-day life.

state that the weight of an object is the

force attracting towards the Earth and its

magnitude is equal to the product of the

mass and acceleration due to gravity.

explain the concept of momentum using

relevant examples from day-to-day life.

conduct simple activities to show the

factors affecting momentum.

represent momentum as the product of

mass and velocity.

accept that the concept of momentum can

be used to explain the relevant day-to-day

phenomena.


conduct simple activities to show the nature

of friction.

explain the variation of static frictional

03

14


level


3.4 Makes jobs

easy using

resultant of

forces.

The factors affecting the

limiting frictional force

Dynamic friction

Resultant of forces

Resultant of two

collinear forces

Resultant of two

parallel forces

force between two surfaces with the

external force.

conduct experiments to identify the factors

affecting the limiting frictional force (It

depends on the nature of the surfaces and

the normal reaction. It does not depend on

the area of the surfaces).

distinguish ‘static friction’, 'limiting

friction' and ‘dynamic friction’.

state that the dynamic frictional force acts

on a moving object and it is constant, also

it is slightly lower than the limiting

frictional force.

accept that friction always opposes relative

motion between two surfaces; however, it

is also utilized to produce motion.

appreciate the uses of friction in human

activities.


describe the concept of the resultant of

forces.

conduct simple activities to show the effect

of resultant of forces.

conduct simple activities to find resultant

of two collinear forces acting in the same

direction and also in opposite directions.

conduct simple activities to find the

resultant of two parallel forces acting in the

same direction.

03

Number of periods

have been reduced

from 5 to 3.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

15


level


3.5 Estimates and

calculates the

turning effect

of a force.

Turning effect of force

Moment of force

Moment of couple of

forces

solve simple numerical problems to find

the resultant of two collinear forces and of

two parallel forces (the line of action of

resultant force is not necessary).

accept that a large force can be obtained by

a collection of small forces.

accept that there are ways of varying the

magnitude and direction of a force

according to the situation.


demonstrate simple activities to describe

turning effect of a force.

describe the factors affecting the moment

of force.

express the moment of a force about a

point as the product of the force and the

perpendicular distance from the point to

the line of action of the force.

express the unit of the moment of a force as

N m.

state that the turning effect of the moment

of a force can be clockwise or anti-

clockwise.

describe the moment of a couple of forces.

make a list of instances where moment of a

couple of forces apply in day-to-day life.

make calculations involving the moment of

force.

accept the importance of turning effect of a

force in day-to-day activities.

03

Number of periods

have been reduced

from 5 to 3.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

16


level


3.6 Investigates

the

conditions of

equilibrium

of forces.

3.7 Uses the

principles

and laws of

hydrostatics

to realize

activities

related to

sinking,

floating and

pressure

transmission.

Equilibrium of forces

Equilibrium under two

forces

Equilibrium under three

forces

Parallel forces

Non-parallel forces

Pressure and its effects

Hydrostatic pressure

Factors affecting the

hydrostatic pressure

Expression for

hydrostatic pressure,

p = hρg

Atmospheric pressure

Measuring atmospheric

pressure

Sinking and floating

Up-thrust

accept that moments appear in couples in

many practical situations.


explain the equilibrium of forces on a body.

describe equilibrium of forces using the

examples.

explain the conditions necessary for two

forces to be in equilibrium.

explain the conditions necessary for three

parallel forces to be in equilibrium.

describe practical applications of

equilibrium of forces.

state the conditions necessary for three

nonparallel forces to be in equilibrium

(qualitatively).

accept that the equilibrium can exist under

more than three forces too.


express hydrostatic pressure (p) in terms of

height of liquid column (h), density of

liquid (ρ) and gravitational acceleration (g).

calculate the pressure exerted by a liquid

using the expression, p = hρg.

state instances where pressure exerted by

liquids is productively used.

discuss the concept of transmission of

pressure.

accept the importance of pressure to make

work easier.

02

04

Number of periods

have been reduced

from 4 to 2.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

Number of periods

have been reduced

from 8 to 4.

Some lesson

content and

outcomes have

been removed.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


17


level


3.8 Quantifies the

mechanical

energy and

power in

mechanical

processes.

Archimedes' principle

Work, Energy and Power

Mechanical energy

Kinetic energy,

EK=1

2mv2

Potential energy

Gravitational

potential energy,

EP=mgh

accept that the transmission of pressure is

very useful in modern technology.

state that atmospheric pressure can be

measured by using the mercury barometer

and the aneroid barometer.

state that atmospheric pressure varies with

altitude.

discuss the factors affecting up-thrust

acting on a body due to a liquid by

demonstrating a simple activity.

demonstrate Archimedes’ principle using a

simple activity.

use simple set-ups to show the conditions

necessary for sinking and floating.

explain the concepts of sinking and

floating according to the weight of the

object and the up-thrust.

accept that sinking and floating of objects

in liquids is determined by the up-thrust

exerted by the liquid and the weight of the

object.


state that the work done by a force is the

product of the magnitude of the force and

the displacement in the direction of the

force.

explain the two forms of mechanical

energy as kinetic energy and potential

energy.

02

teach lessons

effectively.

Calculations related

to pressure

transmission are not

required.

Calculations are not

expected.

Number of periods

have been reduced

from 5 to 2.

Some learning

outcomes have

been removed.


lessons to teach


18


level


3.9 Uses

fundamental

principles

and laws of

current

electricity to

understand

and control

the action of

simple

circuits.

Elastic potential

energy

Power

Current electricity

Electric current

Electron flow and

conventional current

Unit of current

Use of ammeter to

measure the current

Potential difference

Unit of potential

difference

Use of voltmeter to

measure the potential

difference

Electric source and

electromotive force

(e.m.f)

Resistance and resistors

Units of resistance

provide the expression for kinetic energy as

EK=1

2mv2

provide the expression for gravitational

potential energy as EP=mgh with reference

to a zero potential level.

accept that kinetic energy, gravitational

potential energy and elastic potential

energy can be used for human energy

requirements.

accept that energy is used to do work.

state power as the rate of doing work (work

done /time taken).


state the direction of conventional current

in relation to the direction of electron flow.

accept that a flow of current occurs due to a

potential difference.

describe that an electric source is used to

supply a potential difference to a circuit.

state that the e.m.f of a source is the

potential difference between its terminals

when no current flows from the source.

explain the resistance as a factor which

opposes the flow of electric current.

conduct a simple activity to show the

factors affecting the resistance of a

conductor (length, cross-sectional area and

resistivity).

conduct a simple experiment to show the

relationship between V across a conductor

and I.

03

Calculations related

to equation

EK=1

2mv2 and

EP=mgh are not

required.

Calculations of

power are not

required.

Number of periods

have been reduced

from 10 to 3.

Some learning

content and

outcomes have

been removed.

Conduct teacher

demonstrations for

practical sessions

and use “Guru


teach lessons

effectively.

Discussing about

resister colour

codes are not

required.

19


level


Factors affecting

resistance

Length of the

conductor

Cross sectional area

of the conductor

Resistivity of the

material

Ohm’s law

show graphically the variation of potential

difference with current.

use the relationship between V and I to

express Ohm’s law as V = IR; state R as

resistance of the conductor.

Discussing about

combination of

resistors is not

required.

20

The content and the learning outcomes selected from grade 11 to be covered

21

Competency Competency level Content Learning outcomes No. of

periods

Remarks

1.0 Explores life

and life

processes in

order to

improve the

productivity of

biological

systems.

1.1 Discovers the

characteristics of

plant tissues.

Tissues

Plant tissues

Meristematic tissue

Permanent tissue

Simple permanent

tissue

Complex

permanent

tissue

lists characteristics of meristematic and permanent tissues.

states parenchyma, collenchyma and sclerenchyma as simple permanent tissues.

states xylem and phloem as complex permanent tissues .

identifies xylem and phloem as complex permanent tissues using their specific characteristics.

states the functions of xylem and phloem tissues.

03 The time

allocated has

been reduced

from 4 to 3

periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

1.2 Discovers the

characteristics of

animal tissues.

Animal tissues

Epithelial tissues

Connective tissue

Muscular tissue

Nervous tissue

Functions and locations of

major types of tissues in

human body

introduces epithelial, connective, muscular, and nervous tissues as major types of animal tissues.

states the functions and locations of epithelial tissues.

explains blood as a connective tissue.

states smooth, cardiac and skeletal muscles as muscular tissues.

states functions and locations of smooth, cardiac and skeletal muscles.

identifies muscular tissues by the shape of cell.

states the structure and

03 The time

allocated has

been reduced

from 4 to 3

periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

22


periods

Remarks

1.3 Investigates the

importance of

photosynthesis.

Photosynthesis

Factors affecting

photosynthesis

Carbon dioxide

Water

Light energy

Chlorophyll

Products of photosynthesis

Role of photosynthesis

states what photosynthesis is.

states factors affecting photosynthesis.

conducts simple activities to identify end products of photosynthesis.

conducts simple activities to prove the necessity of carbon dioxide, light energy and chlorophyll for photosynthesis.

states the balanced chemical equation for photosynthesis.

explains the importance of photosynthesis.

05


process of

digestion in

human.

Digestion

Process of human digestion

Role of liver, pancreas and

salivary glands in digestion

Diseases and disorders

related to the digestive

system and their prevention

Diarrhea

Constipation

Gastritis

Typhoid

states what digestion is.

describes the process of digestion and functions of the mouth, esophagus, stomach, small and large intestines and rectum.

states the role of the liver, pancreas and salivary glands.

presents information on diseases and disorders associated with the digestive system and their prevention.

03 The time

allocated has

been reduced

from 4 to 3

periods.

One learning

out has been

removed.

23


periods

Remarks


process of

respiration in

human.

Respiration

Respiratory process/

breathing

Inspiration/Inhaling

Expiration/Exhaling

Characteristics of a

respiratory surface

Types of respiration

Aerobic respiration

Anaerobic respiration

Energy storage

Diseases and disorders

related to the respiratory

system and their

prevention(common cold,

tuberculosis, pneumonia,

asthma and bronchitis)

describes the characteristics of a respiratory surface for efficient gaseous exchange and role of mucous membranes and cilia.

explains what external and cellular respiration are.

states the balanced chemical equation for aerobic respiration.

compares aerobic and anaerobic respiration in terms of oxygen and the amount of energy released.

presents information on diseases and disorders associated with the respiratory system and their prevention.

03 The time

allocated has

been reduced

from 5 to 3

periods.

Two learning

outcomes have

been removed.


process of

excretion in

human.

0 The

competency

level has been

removed.


process of

circulation in

human

0 The competency

level has been

removed.

24


periods

Remarks


process of co

ordination and

homeostasis in

human.

Chemical co-ordination

Homeostasis

explains the main endocrine

glands, their locations and

functions.

states what homeostasis is.

explains the homeostasis of

body temperature, blood

glucose and water content.

01 The time

allocated has

been reduced

from 5 periods to

1 period.

Some content and

learning

outcomes have

been removed.

25


periods

Remarks

2.0 Investigates

matter,

properties of

matter and their

interaction to

enhance the

quality of life.

2.1 Investigates

different types of

mixtures.

Mixtures

Types of mixtures

Homogeneous mixtures

Heterogeneous mixtures

Solubility

Factors affecting

solubility

Nature of solute

Nature of solvent

Temperature

explains the term mixtures.

explains what homogeneous and heterogeneous mixtures are.

lists characteristics of homogeneous and heterogeneous mixtures.

prepares different types of mixtures.

differentiates given mixtures as homogeneous or heterogeneous based on observations.

defines the term 'solubility' .

states the factors affecting solubility

examines the factors affecting solubility.

shows awareness to control factors affecting solubility in day to day life.

02 The allocated time

has been reduced

from 5 to 2

periods.

Proposed activities

are recommended

to perform as

teacher

demonstrations.

2.2 Uses different

criteria to express

the composition of

mixtures.

Composition of mixtures

Mass fraction

Volume fraction

Composition by m/v

Composition by n/v

(concentration)

expresses the composition of a

mixture as a mass fraction.


mixture as a volume fraction.


solution in relation to mass and

volume.

03 The time allocated

has been reduced

from 5 to 3 periods.

Proposed activities

are recommended

to perform as

teacher

demonstrations.

26


periods

Remarks


solution (concentration) in

relation to mole and volume.

names the composition

expressed in terms of n/v as

concentration.

prepares a mixture of a given

composition.

solves simple problems related

to the composition expressed in

terms of n/v.

names the instances of using

standard solutions.

Some content and

outcomes have

been removed.

The last two

outcomes have

been revised.

2.3 Uses different

technique to

separate mixtures.

Separation techniques

Evaporation

Crystallization

Solvent extraction

Simple distillation

Fractional distillation

Steam distillation

Chromatography

Application of separation

technique

Preparation of salt from

sea water

Extraction of essential

oils

describes the given separation

techniques.

separates components of a

mixture by using different

separation techniques.

gives examples for instances

where given separation

techniques are used.

describes the process of salt

production from sea water.

points out the separation

techniques that are being used in

the salt industry.


has been reduced


Some content have

been removed.

27


periods

Remarks

describes the process of

extraction of essential oils from

natural sources in Sri Lanka, e.g.

cinnamon/ citronella.

2.4 Investigates

properties of acid,

bases and salts.

Acids, bases and salts

Strong acids and weak

acids

Physical properties,

chemical properties and

uses of acids

Strong bases and weak

bases

Physical properties,

chemical properties and

uses of bases

Neutralization of

acids/bases

Salts

lists the characteristic properties

of acids, bases and salts.

explains acids as a source of

hydrogen ions and bases as a

source of hydroxyl ions.

states the difference between

strong acids and weak acids.

gives examples for strong and

weak acids.

states the difference between

strong bases and weak bases.

gives examples for strong and

weak bases.

explains the term 'neutralization'

.

discusses the application of the

neutralization process in day- to-

day life.

investigates and lists application

of acids, bases and salts in day-

to-day activities.


has been reduced


One learning

outcome has been

removed.

28


periods

Remarks

2.5 Investigates heat

changes

associated with

chemical

reaction.

Heat changes associated with reactions

Exothermic and

endothermic reactions

Heat of reaction

expresses by experience that heat

changes occur during chemical

reactions.

gives examples for endothermic

and exothermic reactions.

demonstrates a few endothermic

and exothermic reactions.

explains what endothermic and

exothermic reactions are.


has been reduced

from 10 to 4

periods.

Proposed

demonstrations are

recommended to

conduct as teacher

demonstrations.

Some content and

learning outcomes

have been

removed.

2.6Investigates

components of an

electro chemical

cell and relevant

reactions.

The competency

level has been

removed.

2.7 Investigates

different

electrolysis

processes.

Electrolysis

Electrolysis of acidulated

water

Electrolysis of aqueous

copper sulphate solution

Electrolysis of aqueous

sodium chloride solution

Electroplating

Electroplating of

copper on iron

distinguishes electrolytes and

non electrolytes by testing for

electrical conductivity.

identifies the anode and

cathode of an electrolysis

process.

identifies the electrode where

oxidation takes place as anode.

identifies the electrode where

reduction takes place as cathode.

04 The third and fourth

learning outcomes

of this competency

level have been

taken from the

competency level

2.6.

Use the e-textbook

and Gurugedara

lessons to

accelerate teaching.

29


periods

Remarks

demonstrates electrolysis of

sodium chloride solution,

acidulated water and copper

sulphate solution.

writes anodic, cathodic and

overall reactions of given

electrolysis processes.

explains what electroplating is.

describes the process of

electroplating of copper on iron

with the relevant reactions.

conducts simple activities to

demonstrate copper on iron

electroplating.

states the uses of electroplating.

The proposed

demonstrations and

activities are

recommended to

conduct as teacher

demonstrations.


process of

corrosion.

Corrosion

Rusting of iron

Controlling rusting

describes what corrosion is.

explores the factors affecting

the rusting of iron.

states the conditions needed for

rusting .

describes how the rusting of

iron is controlled.

explains the process of the

sacrificial protection of iron.

selects suitable metals for

cathodic protection of iron by

referring to the activity series.

02 The allocated time

has been reduced

from 3 periods to 2

period.

Use the e-textbook

and Gurugedara

lessons to

accelerate teaching.

The proposed

exploration is

recommended to

30


periods

Remarks

shows an appreciation the

importance controlling

rusting.

conduct as teacher

demonstration.


nature and uses of

hydrocarbons and

their derivatives.

The competency

level has been

removed.

2.10 Explores the

diversity of

polymers.

Polymers

Types of polymers

Based on origin

(natural/ synthetic)

Based on structure

(linear/ branched/cross

linked)

Monomers and

polymerization

Properties and uses of

polymers

categorizes polymers based on

their origin.

gives examples for natural and

synthetic polymers.

states ethene as a hydrocarbon.

identifies polythene as a polymer

prepared from the

polymerization of ethane.

02 The time

allocated has been

reduced from 3 to

2 periods.

Explain the

polymerization

only by using

ethene.

31


periods

Remarks

3.0 Utilizes

various forms

of energy, their

interaction with

matter and

energy

transformation

by maintaining

efficiency and

effectiveness at

an optimum

level.


properties of

mechanical waves

and

electromagnetic

waves.

Waves

Mechanical waves

Transverse waves

Longitudinal waves

Physical quantities

related to wave motion

Frequency

Wavelength

Speed

Amplitude

demonstrates the nature of

mechanical wave motion through

activities .

states that waves transfer energy

without transferring matter.

distinguishes between

transverse and longitudinal

waves and gives suitable

examples.

uses graphical

representation of waves to

explain the nature of

mechanical wave motion

and the physical quantities

related to wave motion

(frequency, wavelength,

amplitude and speed of

wave).

04 Allocated time

has been reduced

from 7 to 4

periods.

Proposed

activities are

recommended to

conduct as

teacher

demonstrations.

The content and

the learning

outcomes of

Electromagnetic

waves and

Electromagnetic

spectrum have

been removed.

3.2 Uses the

knowledge of

sound waves in

day-to-day

activities and

scientific works.

Sound waves

Propagation of sound

waves

Speed of sound

Characteristics of sound

Audible range of sound

and other frequency

ranges.

describes the longitudinal nature

of sound waves.

describes that sound waves

consist of a series of

compressions and rarefactions.

states that a medium is needed

to propagate sound waves.

03 Allocated time

has been reduced

from 4 to 3

periods.

Proposed

activities are

recommended to

conduct as

teacher

demonstrations.

32


periods

Remarks

states the order of magnitude of

the speed of sound in air, liquids

and solids.

states pitch, loudness and

quality of sound as

characteristics of sound.

states that pitch depends on

frequency, loudness on

amplitude and quality of sound

on the sound source.

expresses audible range, infra-

sound and ultra-sound

frequencies.

The content and

the learning

outcome of

Musical

instrument have

been removed.

3.3 Uses the principles

and laws of

geometrical optics

in day-to-day

activities and

scientific work.

Geometrical optics

Reflection

Curved mirrors

(spherical)

Terms related to curved mirrors

Images formed by curved mirrors

Convex mirror

Concave mirrors

carries out activities to

investigate the nature of images

of curved mirrors.

identifies pole, center of

curvature, focus and principal

axis.

uses the laws of reflection to

explain the behavior of the rays

incident on the convex and

concave mirrors.

a ray parallel to principal axis

a ray passing through the

center of curvature

a ray passing through the

focus

06 Allocated time

has been reduced

from 12 to 6

periods.

Proposed

activities are

recommended to

conduct as

teacher

demonstrations.

Some content

and learning

outcomes under

Refraction have

been removed.

33


periods

Remarks

Refraction

Images formed by lenses

Convex lens

Concave lens

Simple microscope

draws ray diagrams for images

of convex mirrors.

draws ray diagrams for images

of concave mirrors.

^𝑢 → ∞, 𝑢 > 𝑟, 𝑢 = 𝑟, 𝑓 < 𝑢 <

𝑟, 𝑢 = 𝑓, 𝑢 < 𝑓&

uses curved mirrors in relevant

situations.

carries out activities to investigate the nature of images of convex lenses and concave lenses.

explains the ‘terms' principal axis, focus, optical center.

explains the behavior of the following rays incident on a lens

a ray parallel to the principal axis

a ray through the optical center

a ray passing the focus

states the principle of reversibility of light draws ray diagrams for images formed by concave lens.

draws ray diagrams for images formed by convex lenses.

^𝑢 → ∞, 𝑢 > 2𝑓, 𝑢 = 2𝑓, 𝑓 <

𝑢 < 2𝑓, 𝑢 = 𝑓, 𝑢 < 𝑓&

34


periods

Remarks

gives examples for the uses of convex and concave lenses .

explains the action of the simple microscope using a ray diagram.

3.4 Investigates

thermal effects.

Thermal energy and uses

Temperature

Thermometers

Heat exchange

Heat capacity

Specific heat capacity

Amount of heat

exchange, Q = mcθ

names various thermometers

(mercury -glass, alcohol-glass,

digital).

explains briefly the action of

mercury-glass thermometer.

Identifies Celsius temperature

scale.

Identifies Kelvin temperature

scale (absolute).

states the relationship between

Celsius and Kelvin scales.

uses thermometers to measure

various temperatures.

states the condition that is

needed for heat exchange from

one object to another.

defines heat capacity of a body.

defines specific heat capacity of

a substance.

uses the relationship, Q = mcθ

to find the amount of heat

exchange.

06 Allocated time

has been reduced

from 12 periods

to 6 periods.

Proposed

activities are

recommended to

conduct as

teacher

demonstrations.

The content and

the learning

outcomes of

Change of state

have been

removed.

35


periods

Remarks

Expansion Solids Liquids Gases

Transfer of heat

Conduction

Convection Radiation

Applications of effects of

thermal energy

demonstrates the expansion of

solids, liquids and gases through

activities.

describes the three methods of

heat transfer.

gives examples for instances of

use of heat transfer by

conduction, convection and

radiation.

3.5 Quantifies electrical

energy and power

in electrical

appliances.

Electrical energy and power

Energy dissipation of an

electrical appliance,

E =VIt

Power of an electrical

appliance P = VI

House wiring circuit

explains energy dissipation and

power of an electrical

appliance.

solves simple numerical

problems involving energy and

power.

compares power rating and

energy consumption of various

electrical appliances.

compares various electrical

appliances in terms of efficient

use of energy.

describes ways of increasing

energy efficiency.

names components of house

wiring circuit.

05

36


periods

Remarks

explains the connection of a

house wiring circuit using a

circuit diagram.

explains safety precautions in

using house wiring circuit.

uses “kW h” as a unit of

electrical energy consumption .

3.6 Uses the knowledge

of electronics in

day-to-day life

activities and

scientific work.

0 The

competency

level has been

removed.

3.7. Investigates the

nature of

electromagnetic

force and the uses

of it.

Magnetic force on a current

carrying conductor placed in a

magnetic field

Factors affecting the

magnitude of force

Length

Current

Strength of the

magnetic field

carries out activities to

demonstrate the magnetic force

exerted on a current carrying

conductor placed in a magnetic

field.

01 The allocated

time has been

reduced from 5

periods to 1

period.

Some content

and learning

outcomes of

have been

removed.

Proposed

activities are

recommended

to conduct as

teacher

37


periods

Remarks

demonstrations

.

3.8. Investigates the

phenomenon of

electromagnetic

induction and the

uses of it.

0 The

competency

level has been

removed.

38


periods

Remarks

4.0 Explores nature,

properties and

processes of

earth and space

by

understanding

natural

phenomena

for intelligent

and sustainable

use.


organizational

levels of the

biosphere and

interactions

existing within it.

Environmental equilibrium

Organizational levels of

the biosphere

Individual

Population

Community

Ecosystem

Biosphere

Population growth and

growth curve

states organizational levels of

the biosphere in a hierarchical

order.

describes organizational levels

of the biosphere.

identifies the pattern of typical

population growth curve.

identifies the pattern of change

in human population growth

curve.

explains the factors affecting

human population growth.

02 The allocated

time has been

reduced from 3

to 2 periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.


mechanisms

that contribute to

maintaining the

balance of eco

systems.

Energy and nutrient flow

Energy flow in an

ecosystem

Cycling of matter in an eco

system

Bio-geo chemical cycles

Nitrogen cycle

describes how energy and

nutrients flow through food

chains and food webs.

State the importance of the

energy pyramid.

accepts that flow of energy in

an eco system is unidirectional.

illustrates that matter flows

cyclically within the natural

environment.

describes what bio-geo

chemical cycle is.

names Nitrogen and cycle as a

bio-geo chemical cycle.

01 Allocated time

has been

reduced from 5

period to 1

period.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

Some content

and learning

outcomes have

been removed.

39


periods

Remarks

illustrates the Nitrogen cycle

diagrammatically.

describes the factors affecting

the ecological balance.

accepts that environmental

balance depends on cycling of

matter.

4.3 Explores various

types of pollutants

and their adverse

effects.

Soil, water and air Pollution

Factors affecting pollution

Extensive use of

agrochemicals and

fertilizers

Disposal of e-waste,

nuclear waste,

household waste and

industrial waste

Industrial effluents

Hydrocarbons, SO2,

NO2, CFC,

particulate matter,

green house gases,

heavy metals

Extensive use of

household chemicals

Burning of fossil fuels

and disposals

Adverse effects of pollution

states what pollution is.

explores the factors affecting

soil, water and air pollution.

presents a survey report on

various pollutants emitted from

different sources.

names chemical substances that

may occur in pollutants emitted

from different sources.

assesses the personal

contribution to the

environmental pollution.

assesses the contribution of

different institutions to the

environmental pollution

explains different phenomena

associated with environmental

pollution that lead to the listed

adverse effects.

03 The allocated

time has been

reduced from 5

to 3 periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

Some content

have been

removed.

40


periods

Remarks

Direct effects

Global warming

Acid rain

Ozone layer

depletion

Biological

magnification

Eutrophication

Increased level of

radiations

Indirect effects

Loss of habitats

Desertification

Loss of

productivity of

plants

Destruction and

degradation of

manmade

structures and

natural

environment

Health hazards

Loss of

biodiversity

Blooming invasive

species

uses various methods to

communicate adverse effects of

pollution.

accepts that all types of

environmental pollutants are

hazardous.

accepts that pollution of one

resource is interconnected with

the pollution of other resources.

accept that human intervention

is necessary to minimize

environmental pollution.

41


periods

Remarks

Damage to the

economy

4.4 Explores effects of

change in life

style.

Facts and effects of

changing life style

Urbanization

Industrialization

Commercialized agriculture

Man-made irrigation

systems

Extensive and diverse use of

materials and energy forms

Increase of non-

communicable

diseases and disorders

Unknown chronic

kidney disease

Cancer

states the factors affecting the

changing life style.

Accepts the change in lifestyle

is a cause for some non-

communicate diseases.

describes the interrelationship

between non- communicable

diseases and the life

style/pollution.

explores the possible causes for

unknown chronic kidney

disease and its distribution

pattern in the island.

values that the impact of man

on environment returns

negatively.

accepts the importance of re-

change towards an

environmental friendly life

style.

02 The allocated

time has been

reduced from 5

to 2 periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

Some content

have been

removed.

42


periods

Remarks

4.5 Investigates on

ways to contribute

to sustainable

development.

Environmental management

and sustainable

development

Poly-culture instead of

mono-culture

Biological control of

pests

Usage of organic

fertilizers

Reforestation

Reducing of foot prints

Carbon footprint

Food miles

Waste management-

reduce , reuse, recycle

Solid

Water

Gases and air borne

particles

Thorough/proper

implementation of

legislative measures

Energy management

Energy crisis and

technological problems

Day-to-day monitoring

of energy consumption

Energy efficiency

states what is meant by

sustainable development and

environment management.

explores poly-culture instead of

monoculture, biological control

of pests and usage of organic

fertilizers as sustainable

agricultural strategies.

describes reforestation as a

recovery method to maintain the

environmental balance.

explains food miles.

explains what a footprint is,

with respect to Carbon.

values the importance of the

reduction of foot prints and

food miles.

explains what waste and

garbage are.

describes and practices waste

management techniques with

respect to solid, water, gases

and airborne particles.

accepts the implementation of

related legislative measures and

the importance of adhering to

them.

03 The allocated

time has been

reduced from 5

to 3 periods.

Use the e-

textbook and

Gurugedara

lessons to

accelerate

teaching.

Some content

and outcomes

have been

removed.

43


periods

Remarks

Sustainable use of energy

Use of renewable energy

resources

Hydro power

Wind power

Solar power

explains the energy crisis with

respect to availability of energy

sources and technology.

explains energy management as

a remedy for energy crisis.

searches for the optimum use

of energy with minimum waste.

Syllabi Grade 10 and Grade 11

Documents

Transcript of Syllabi Grade 10 and Grade 11